Reactivity

We are working with Cambridge Assessment International Education towards endorsement of this title.
1.1 Characteristics of living things
5 Reactivity
5.1 Reactivity and
displacement reactions
E
5.1A Using the reactivity series
Focus
make some predictions.

PL
In this exercise you use the information from the reactivity series to
The diagram shows the reactivity series of metals.

most reactive
Potassium, K
M
Sodium, Na
Calcium, Ca
Magnesium, Mg
SA
Aluminium, Al
Zinc, Zn
Iron, Fe
Lead, Pb
Copper, Cu
Silver, Ag
Gold, Au
least reactive
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5 Reactivity
1 Sodium burns brightly when heated, and forms an oxide.

Does magnesium react more vigorously or less vigorously than sodium?
2 Copper reacts very slowly when heated. Suggest how silver reacts
when heated.
3 Lead reacts very slowly with dilute acid. How do you expect iron to
E
react with dilute acid, compared with lead?
5
PL
If an iron nail is put in a solution of copper sulfate, there is a
reaction. This is the word equation:
copper sulfate + iron iron sulfate + copper
Iron is more reactive than copper, so it ‘pushes out’ or displaces the
copper from the sulfate.
If you place a copper nail in a solution of iron sulfate, will there be

a displacement reaction?
M
Explain your answer.
SA
6 Suggest a metal that cannot displace copper in the solution of

copper sulfate.
7 Metal X displaces lead in a solution of lead chloride.

Metal X does not displace zinc in a solution of zinc chloride.
Suggest what metal X could be.
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84 © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication.
ISBN_9781108742894.
5.1 Reactivity and displacement reactions
8 Look at possible reactions described below. Write yes next to those

that will happen and no next to those that will not.
a zinc and copper sulfate, to give copper
b lead and magnesium chloride, to give magnesium
c copper and aluminium chloride, to give aluminium
d zinc and iron chloride, to give iron
e iron and lead chloride, to give lead
E
9 Write the word equation of the reaction between magnesium and
zinc chloride.
+ +
5.1B Displacement reactions

Practice
word equations.
1
PL
In this exercise you will practice interpreting information and writing
More reactive metals can displace less reactive ones from solutions
of salts. The table below shows the results of an experiment that
M
uses displacement reactions.
Iron Copper Zinc Magnesium

Copper sulfate reaction reaction reaction
SA
Zinc sulfate no reaction no reaction reaction

Magnesium sulfate no reaction no reaction no reaction
a The table shows that zinc displaces the copper in copper sulfate.
What does this tell you about the reactivity of zinc and copper?
b Write the word equation for the reaction between zinc and
copper sulfate.
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5 Reactivity
c The table shows there is no reaction between magnesium

sulfate and zinc. What does this tell you about the reactivity of
these two metals?
d Use the table to work out whether iron is more or less

reactive than copper. Then, work out whether magnesium is
more or less reactive than iron. Write these metals in order
of reactivity, starting with the most reactive, based on the
information in the table.
E
2
PL
Sofia has been given the task of identifying a metal. She knows that
the metal is one of zinc, iron, copper or silver. She has been given
a number of small pieces of the metal and also some solutions of
copper sulfate, zinc sulfate, iron sulfate and silver nitrate.
a Explain how she could use these solutions to identify the metal.
M
SA
b Explain how you could use displacement reactions to distinguish

between iron and zinc. You may use any solutions you choose.
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5.1 Reactivity and displacement reactions
5.1C Displacing metals.

Challenge
In this exercise you will discuss the reactivity of metals and predict
which displacement reactions will take place.
Arun has six metals A, B, C, D, E and F. He also has six test tubes of
a solution of a salt of metal A, six test tubes of a solution of a salt of
metal B, and so on. He adds a small piece of each metal to six tubes ,
E
one of each of the salt solutions.
The bar chart shows the number of displacement reactions that take place.
number of
reactions
4
displacement 3
taking place 2
0
1
PL
M
A B C D E F
metal
1 Which of the metals A, B, C, D, E, F is most reactive?

Explain your choice.
SA
2 Complete the table using Arun’s results. Use a tick to show where a
reaction happened and a cross where a reaction has not happened.
Hint: Start filling in the table for the most reactive metal first,
then the next most reactive and so on.
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5 Reactivity
Metal
A B C D E F
B
Metal salt
E
D
PL
Metal C is copper and metal D is zinc. Suggest what the other
metals might be. Give reasons for your choices.
M
4 Complete the following word equations. If there is no reaction
between the metal and the salt, write no reaction.
a copper sulfate + iron
b magnesium chloride + zinc

SA
c aluminium sulfate + magnesium
d lead chloride + silver
e zinc chloride + iron
5 Explain why it is not possible for you to carry out displacement

reactions using the metal potassium.
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5.2 Using the reactivity series and displacement reactions
5.2 Using the reactivity

series and displacement
reactions
5.2 Using displacement reactions
E
Focus
This exercise will give you practice in using information from
displacement reactions to identify an unknown metal.
1
PL
A metal displaces the iron from a solution of iron sulfate and the
copper from a solution of copper sulfate. This metal does not
displace the magnesium from a solution of magnesium sulfate.
a What does this tell you about the reactivity of the unknown
metal?
M
b This unknown metal could be one of two metals. Which two?
c What displacement reaction could you carry out to tell which

SA
of the two metals it is? Explain how this would help you to
identify which of the two metals it is.
Practice
In this exercise you will practice describing and explaining the use of
displacement reactions.
2 The most common ore of lead is lead sulfide. To extract the lead,
the ore is first heated in air to produce lead oxide. The lead oxide is
then heated with carbon to extract the lead.
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5 Reactivity
a Explain why carbon can be used to extract lead from lead oxide.
b Write the word equation for the reaction that takes place when
lead oxide is heated with carbon.
E
c Copper is less reactive than lead. Predict whether carbon can
be used to extract copper from copper oxide.
Challenge
PL
Aluminium is much more reactive than many metals. The
main ore of aluminium is bauxite. Bauxite is purified to make
aluminium oxide. Explain why it is not possible to extract
aluminium metal from aluminium oxide using carbon.
M
In this exercise you will explain how displacement reactions are used in
practical ways.
3 a Explain how the displacement of iron from iron oxide is used
to weld rails together.
SA
b Why is this method used and not ordinary welding?
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5.2 Using the reactivity series and displacement reactions
c Write the word equation for this reaction.
E
4 Iron is produced from its ore, iron oxide, by using a displacement
reaction. This is done in a blast furnace.
b PL
Which element is used to displace iron?
Describe briefly how this process is carried out.

M
c Write the word equation for this reaction.
SA
d Suggest where the element used in this reaction fits in the

reactivity series.
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5 Reactivity
5.3 Salts
5.3A Which acid is used to
make which salt?
Focus
E
In this exercise you identify which salt is used to produce a salt.
Then you identify a salt from its formula.
1 Link the name of the acid with its formula, and with the name
of the salt it produces.
Acid
hydrochloric acid
sulfuric acid
PL
Draw lines to link the boxes. Use a ruler.
Formula
HNO3
HCl
Salt
sulfates
nitrates
M
nitric acid H2SO4 chlorides
2 The following compounds are all salts of magnesium. For each one,
state the acid that has been used to make the salt.
SA
• magnesium chloride
• magnesium sulfate
• magnesium nitrate
3 Write the name of the salt next to its formula.

• NaCl
• CuSO4
• CuCl2
• KNO3
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5.3 Salts
4 Citric acid is found in fruit. What are salts of this acid called?
5.3B Making salts

Practice
In this exercise you will explain how some salts are made and practice
some word equations.
E
1 Explain how you could make the salt zinc nitrate using zinc metal.
3
PL
Write the word equation for this reaction.
Explain why you could not make silver sulfate by that method.
M
4 Explain why you could not make potassium sulfate by that method.
SA
5 Copper sulfate is made by mixing copper oxide with sulfuric acid

and gently heating it.
a Why is it important that the acid mixture does not boil?
b Write the word equation for the reaction.
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5 Reactivity
6 Write the word equations for the following reactions:

a magnesium and nitric acid
b copper oxide and nitric acid
c zinc and hydrochloric acid
d zinc and sulfuric acid
5.3C Practical steps for making salts
E
Challenge
In this exercise you will describe in detail the practical steps needed to
2
PL
produce a salt using an oxide and acid.
1 Why is copper chloride not made by reacting copper with dilute

sulfuric acid?
Describe the three steps involved in producing crystals of the salt

M
copper chloride. For each step, describe the method and include the
safety precautions needed. Use diagrams if that will help your answer.
SA
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5.4 Other ways of making salts
E
PL
M
5.4 Other ways of
SA
making salts
5.4A Preparing copper chloride
Focus
In this exercise you explain the steps in the formation of a salt. You also
consider some of the safety precautions needed.
Sofia and Zara are preparing the salt copper chloride. Sofia pours some
hydrochloric acid into a beaker. Then Zara adds some copper carbonate.
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5 Reactivity
[INSERT AW_U5_WB_03]
Artwork rough to be supplied from Beehive
E
1 What happens when Zara adds the copper carbonate to the acid?
PL
Zara adds more and more copper carbonate until there is no more
reaction. There is some unreacted copper carbonate left in the
beaker. Sofia filters the mixture.
M
filtrate
SA
2 What is left in the filter paper?
3 The filtrate passes through the filter paper into the flask.
What is this liquid?
4 Next, Sofia and Zara want to produce crystals of the salt.

What must they do?
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5 Why must they be very careful when they carry out this step?
6 What should they do to reduce the hazard?
E
7 Write the word equation for this reaction.
copper carbonate + +
Practice
+
5.4B Preparing potassium chloride

PL
In this exercise you describe the steps needed in some practical work to
produce a salt from an acid and an alkali.
M
Zara and Marcus want to prepare the salt potassium chloride, using
potassium hydroxide.
1 Which acid should they use?

SA
2 For the first step in this process, Zara and Marcus put 20cm3
of potassium hydroxide in a conical flask. They use the acid to
neutralise it.
List the equipment they will need for this first step in the process.
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5 Reactivity
3 Describe the method for carrying out this step. Include any
safety precautions.
E
4
5
PL
How will they know when the potassium hydroxide is neutralised?
When the potassium hydroxide is neutralised. Zara and Marcus

have a coloured solution. How do they remove the colour, so that
the crystals of potassium chloride are pure?
M
SA
6 Write the word equation for the neutralisation reaction.
7 Write the symbol equation for this reaction.
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5.4C Mystery substances

Challenge
In this exercise you will use the information given to identify some
substances.
Arun and Marcus had three different substances, A, B and C each in the
form of powder.
E
A B C
PL
They placed a sample of each in one of three different test tubes.
They added a different liquid to each test tube.
They observed the reactions and did some tests.
In the tube containing A, bubbles of gas
were produced. When this gas was passed
through limewater, it became milky.
M
A
limewater
becoming
milky
SA
In the tube containing B no bubbles were

produced.
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5 Reactivity
In the tube containing C, bubbles of

gas were produced. When the students
collected this gas and tested it with the
lighted splint, there was a squeaky pop.
pop
E
C
PL
After these substances had finished reacting, Arun and Marcus heated
the three solutions (after filtering if necessary). They evaporated the
substances to dryness to form three crystalline substances:
Substance A produced zinc sulfate
Substance B produced iron chloride
Substance C produced magnesium chloride.
M
1 Which gas did substance A produce?
2 Which gas did substance C produce?

SA
3 Which general name is given to the crystalline substances produced

in this way, after evaporation?
4 Suggest which liquid was added to tube A.
5 Suggest which liquid was added to tube B.
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5.5 Rearranging atoms
6 Suggest which liquid was added to tube C.
7 Suggest what substance A could have been.
8 Suggest what substance B could have been.
E
9 Suggest what substance C could have been.
10 Write a word equation for the reaction involving substance A.
PL
11 Write a word equation for the reaction involving substance B.
12 Write a word equation for the reaction involving substance C.

M
5.5A What happens to the atoms and
SA
the mass when chemicals react?

Focus
In this exercise you develop your understanding of how atoms rearrange
in a chemical reaction and look at what happens to the mass of products
in a reaction.
When chemicals react together, none of the atoms is lost.
They rearrange to make other chemicals.
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5 Reactivity
1 In forming magnesium oxide, one atom of magnesium bonds with

one atom of oxygen.
Mg Mg O O Mg O Mg O
magnesium + oxygen magnesium oxide
Colour the atoms of magnesium green. Colour the atoms of

oxygen red.
2 This diagram shows magnesium and hydrochloric acid reacting.
E
H Cl
Mg Cl Mg Cl H H
H Cl
magnesium + hydrochloric acid + hydrogen
b
PL
Colour the atoms of magnesium green. Colour the atoms of
chlorine yellow.
Name the salt that is produced.
3 a In the reaction shown in question 2, how many:

atoms of hydrogen are on the left side of the equation?
M
atoms of hydrogen are on the right side of the equation?
atoms of chlorine are on the left side of the equation?
atoms of chlorine are on the right side of the equation?
SA
b Are there the same number of magnesium atoms on each side

of the equation?
4 Now look at this reaction.
H H H O H
O O
H H H O H
oxygen + hydrogen water
a Colour the atoms of oxygen red. Leave the hydrogen atoms blank.
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b Draw a circle around the word or words to make this

statement correct:
The number of hydrogen atoms in the reactants is larger than
/ smaller than / the same as the number of hydrogen atoms in
the products
c Write a statement about the number of oxygen atoms in the
reactants and in the products.
E
5 Marcus places 10 g of iron filings in a test tube. He adds 6 g of
sulfur and mixes the two powders. He then heats the mixture.
PL
Artowork roughs to be supplied from
Beehive
M
The iron and sulfur react together to form iron sulfide.
When the reaction is complete the mass of the product is 16 g.
The mass does not change.
SA
Zara puts 15 g of iron filings and 9 g of sulfur in her test tube and
heats it.
6 What is the mass of her product? g
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5 Reactivity
7 Zara now adds 30 g of calcium carbonate to 50 g hydrochloric acid.

What does Zara expect the reading on the top pan balance to be
when the reaction has finished?
5.5B Before and after the reaction

Practice
E
This exercise will help you to understand and explain what happens to
atoms in a chemical reaction and explain some unexpected results.
1 The products of a chemical reaction contain the elements calcium,
chlorine, hydrogen, oxygen and carbon.
2
PL
What elements were present in the reactants?
The particle diagram shows the reactants and one product in a

chemical reaction. Complete the word and symbol equations and
draw a particle diagram for the missing product.
M
Typesetter: please
+ replace dotty lines x2
with answer lines
sulfur + oxygen ..............................................
S + O2 ..............................................
SA
3 This is the word equation for the reaction of magnesium carbonate

with hydrochloric acid.
magnesium hydrochloric magnesium carbon
+ + + water
carbonate acid chloride dioxide
a Which elements are present in magnesium carbonate?
b Which elements are present in carbon dioxide?
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c Water contains the elements hydrogen and oxygen. Where did

the hydrogen in the water come from in this reaction?
d Where did the chlorine in the magnesium chloride come from

in this reaction?
4 If the mass of the products in the reaction above was 45 g, what
E
was the mass of the reactants?
5 When magnesium reacts with sulfuric acid, the products are

magnesium sulfate and hydrogen.
6
PL
If there are 25 g of magnesium at the start of the reaction how
much magnesium will be present in the magnesium sulfate?
Explain what is meant by the term conservation of mass.

M
Arun is investigating the idea of conservation of mass.
• He places some zinc in a beaker and finds the mass of the zinc.
• He places some dilute sulfuric acid in a beaker and finds the
mass of the sulfuric acid.
• He then mixes the zinc metal and the sulfuric acid in another
SA
beaker.
• When the reaction has finished , he finds the mass of the
contents of the beaker.
sulfuric acid
zinc
Arun starts with 100 g zinc and 150 g sulfuric acid.
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5 Reactivity
7 What is the mass of the products of this reaction?
8 Write the word equation for this reaction.
9 At the end of the reaction, Arun finds that the mass of the contents of
the beaker is 247 g. he repeats the experiment and gets the same result.
E
a Has he made a mistake?
b Suggest why Arun got this result.
PL
10 When a scientist gets an unexpected result in an experiment what
should they do?
M
5.5C Investigating burning magnesium
SA
Challenge
In this exercise you will make a conclusion from experimental data and
consider the practical problems if carrying out an investigation.
In an investigation, magnesium is burned in a limited volume of pure
oxygen. The aim of the investigation is to answer this question.
How does the mass of the compound formed depend on the mass of the
magnesium burned?
1 What variables need to be controlled to make this investigation fair?
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2 Write the word equation for the reaction between magnesium

and oxygen.
E
lid
PL
gas jar containing oxygen
magnesium ribbon
M
These results were obtained.
SA
Mass of magnesium burned / g Mass of compound formed / g

0.5 0.9
1.0 1.8
1.5 2.6
2.0 3.4
2.5 3.4
3.0 3.4
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5 Reactivity
3 Plot the results on the grid below. Join the points appropriately.
E
4
PL
State a conclusion you can make from these data.
M
5 Explain why the mass of the compound formed stays the same
when the mass of the magnesium used increases from 2.0 g to 3.0 g.
SA
If you carried out his investigation in a laboratory, suggest:

a problems you could have getting accurate results
b safety aspects you should consider.
Original material
ISBN_9781108742894.

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1.1 Characteristics of living things

make some predictions.

The diagram shows the reactivity series of metals.

1 Sodium burns brightly when heated, and forms an oxide.

If you place a copper nail in a solution of iron sulfate, will there be

6 Suggest a metal that cannot displace copper in the solution of

7 Metal X displaces lead in a solution of lead chloride.

8 Look at possible reactions described below. Write yes next to those

5.1B Displacement reactions

Iron Copper Zinc Magnesium

Zinc sulfate no reaction no reaction reaction

c The table shows there is no reaction between magnesium

d Use the table to work out whether iron is more or less

b Explain how you could use displacement reactions to distinguish

5.1C Displacing metals.

1 Which of the metals A, B, C, D, E, F is most reactive?

a copper sulfate + iron

b magnesium chloride + zinc

c aluminium sulfate + magnesium

d lead chloride + silver

e zinc chloride + iron

5 Explain why it is not possible for you to carry out displacement

5.2 Using the reactivity

c What displacement reaction could you carry out to tell which

b Why is this method used and not ordinary welding?

c Write the word equation for this reaction.

Describe briefly how this process is carried out.

d Suggest where the element used in this reaction fits in the

3 Write the name of the salt next to its formula.

5.3B Making salts

5 Copper sulfate is made by mixing copper oxide with sulfuric acid

b Write the word equation for the reaction.

6 Write the word equations for the following reactions:

5.3C Practical steps for making salts

1 Why is copper chloride not made by reacting copper with dilute

Describe the three steps involved in producing crystals of the salt

2 What is left in the filter paper?

4 Next, Sofia and Zara want to produce crystals of the salt.

6 What should they do to reduce the hazard?

5.4B Preparing potassium chloride

1 Which acid should they use?

When the potassium hydroxide is neutralised. Zara and Marcus

6 Write the word equation for the neutralisation reaction.

7 Write the symbol equation for this reaction.

5.4C Mystery substances

In the tube containing B no bubbles were

In the tube containing C, bubbles of

2 Which gas did substance C produce?

3 Which general name is given to the crystalline substances produced

4 Suggest which liquid was added to tube A.

5 Suggest which liquid was added to tube B.

6 Suggest which liquid was added to tube C.

7 Suggest what substance A could have been.

8 Suggest what substance B could have been.

10 Write a word equation for the reaction involving substance A.

12 Write a word equation for the reaction involving substance C.

the mass when chemicals react?

1 In forming magnesium oxide, one atom of magnesium bonds with

Colour the atoms of magnesium green. Colour the atoms of

2 This diagram shows magnesium and hydrochloric acid reacting.

magnesium + hydrochloric acid + hydrogen

Name the salt that is produced.